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All Journal Publikasi Pendidikan Al-Ibrah : Jurnal Pendidikan dan Keilmuan Islam Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Journal of Education Research Berkala Ilmiah Pendidikan Atthiflah: Journal of Early Childhood Islamic Education Attaqwa:Jurnal Ilmu Pendidikan Islam INOVASI LOKAL : Pemberdayaan Masyarakat dalam Pembangunan Berkelanjutan Maharot : Journal of Islamic Education Gahwa PANDALUNGAN : Jurnal Pengabdian kepada Masyarakat Wawasan Belajar Anak Usia Dini
Muksin Muksin
STIT Al - Ibrohimy Bangkalan
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tren Penelitian Tentang Moderasi Beragama di Ma’had Jami’ah dan Pesantren Perguruan Tinggi: Studi Bibliometrik Muksin, Muksin; Afandi, Afandi
Journal of Education Research Vol. 4 No. 4 (2023)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v4i4.1421

Abstract

Penelitian ini bertujuan untuk mengidentifikasi tren penelitian tentang moderasi beragama di Ma’had Jami’ah atau pondok pesantren mahasiswa yang terpublikasi di database Scopus, serta memvisualisasikan serangkaian tema yang terkait secara tidak langsung dengan tema utama moderasi beragama. Peneltian ini penting dilakukan untuk memberikan gambaran pelaksanaan moderasi beragama dikalangan mahasiswa terutama pada lembaga Ma’had Jami’ah sebagai salah satu lembaga Pendidikan Islam ditingkat lanjut yang berperan untuk menanamkan toleransi, keberagaman dan kebersamaan selain keagamaan dan akhlak. Dengan menggunakan metode bibliometric review, penelitian ini menghasilkan temuan bahwa penelitian yang mempublikasikan moderasi beragama ditingkat Ma’had Jami’ah dan Pondok Pesantren Mahasiswa masih sedikit. Dari 115 dokumen publikasi di Scopus, hanya terdapat 12 dokumen penelitian yang membahas tentang moderasi beragama di Ma’had Jami’ah atau pondok pesantren mahasiswa. Sedangkan tema-tema yang tidak terkait dengan tema utama moderasi beragama, dengan menggunakan keyword strategy, ideology, difference, dan NU, juga masih baru muncul dalam pembahasan di Scopus dalam beberapa tahun terakhir.
Digital Ethics in Islamic Religious Education: Systematic Literature Review Muksin, Muksin; Afandi, Afandi
Maharot : Journal of Islamic Education Vol 9, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v9i2.2225

Abstract

This study aims to evaluate the challenges and learning approaches developed in Islamic digital ethics education through a systematic literature review (SLR) method. Digital ethics is urgent in Islamic religious education because students increasingly navigate online spaces filled with misinformation, harmful content, and ethical risks, requiring guidance rooted in Qur’anic and Prophetic values. It ensures that technology supports, rather than undermines, moral character and responsible digital behaviour. The method used follows the Prisma 2020 protocol by analysing 28 selected articles from 327 initial literature identified through national and international databases. The findings show that the main challenges in digital ethics learning include teachers’ low digital literacy, the relevance of the curriculum to contemporary issues, and the absence of a contextual pedagogical approach. The identified learning strategies include integrating Islamic values in digital media case studies, using ethical verse interpretation, and using project-based simulations. This study concludes that there is a need to develop a holistic, standardized, and adaptive Islamic digital ethics learning model that adapts to the dynamics of the digital space. The implications of this study’s results include strengthening the curriculum, teacher training, and the development of technology-based for Islamic learning digital media.
Adaptive Learning : Learning Design Training Differentiated AI -based for Elementary School Teachers Amaliati , Siti; Ma'ani , Arifatul; Sholicha , Syovinatus; Andriani , Eva; Muksin, Muksin; Fitriani , Ely; Bachtiyar, Machfud
Inovasi Lokal Vol. 3 No. 2 (2025): Inovasi Lokal
Publisher : Tarqabin Nusantara Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62255/noval.v3i2.224

Abstract

This Community Service Program (PkM) aims to enhance the pedagogical capacity of elementary school teachers in Dusun Kepetingan in implementing adaptive and differentiated instruction supported by Artificial Intelligence (AI). The training employed a Participatory Action Research (PAR) framework, comprising conceptual strengthening, analysis of students’ learning needs, and hands-on practice using Quizizz AI for differentiating content, process, and product. Findings indicate substantial improvements in teachers’ ability to design instructional scenarios that are responsive to classroom heterogeneity. Evaluation results show a satisfaction rate of 92%, demonstrating the relevance and effectiveness of the program. This PkM underscores the strategic potential of AI integration in supporting systematic, efficient, and data driven implementation of differentiated learning.
Handling Student Bullying by Using Islamic Education Based on Multicultural Understanding Muksin, Muksin
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v15i3.80169

Abstract

Bullying in schools is a serious problem that affects students’ emotional stability, social relationships, and academic achievement. In multicultural societies, differences in ethnicity, religion, culture, and language often trigger misunderstanding and conflict, which may escalate into bullying behavior. This study aims to analyze the implementation of Islamic education based on multicultural understanding as an effort to handle bullying among students. The research was conducted at Al-Ibrohimy Galis Bangkalan and Al-Amien Prenduan Sumenep Islamic Boarding Schools. This study employed a qualitative method with a case study design, involving data collection through observation, interviews with teachers and students, and documentation of educational activities. Data analysis was carried out through data reduction, display, and verification to ensure the validity of the findings. The results reveal that multicultural-based Islamic education can effectively reduce bullying by fostering values of tolerance, empathy, and mutual respect among students. Teachers play an essential role in modeling inclusive attitudes and integrating multicultural values into the curriculum and daily learning activities. The conclusion shows that Islamic education emphasizing multicultural understanding creates a safer, more harmonious, and cooperative school environment. The implications of this study highlight the importance of continuous teacher training on bullying prevention and conflict resolution, as well as the integration of multicultural education across all subjects. Further research is recommended to examine the long-term impact of multicultural Islamic education in reducing bullying and promoting peace-oriented character formation among students.
Models of Student Care in the Digital Age: Perspectives of Imam Al-Ghazali and Burhanuddin Al-Zarnuji Subaidi, Subaidi; Muksin, Muksin; Wahed, Abd.; Fitriani, Ely; Abdullah, Moh.
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 1 (2026): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v22i1.1150

Abstract

Pesantren play an important role in shaping students’ moral character through an integrated system of spiritual, intellectual, and behavioral formation. However, modernization, digitalization, and shifting social values pose significant challenges to traditional models of nurturing and character education. This study aims to comparatively analyze the educational concepts of Imam al-Ghazali and Burhanuddin al-Zarnuji, particularly in relation to student nurturing and character formation, and to formulate an integrative conceptual framework applicable to contemporary pesantren education. This research employs a Systematic Literature Review (SLR) following the PRISMA protocol. Scholarly works published between 2013 and 2025 were collected from Scopus-indexed journals, Google Scholar, and other peer-reviewed databases. Inclusion criteria focused on studies discussing al-Ghazali’s and al-Zarnuji’s educational thought, Islamic pedagogy, and pesantren-based character education. After screening and eligibility assessment, selected articles were analyzed using thematic coding and comparative synthesis to identify convergences, distinctions, and potential conceptual integration between both scholars’ perspectives. The findings reveal that al-Ghazali emphasizes tazkiyat al-nafs, moral exemplarity, and spiritual purification as the core of education. In contrast, al-Zarnuji highlights sincere intention, disciplined learning, and the internalization of adab. While both prioritize character formation, they differ in pedagogical orientation, spiritual transformation versus practical ethical discipline. Their integration offers a holistic nurturing model that balances spiritual depth, intellectual rigor, and behavioral discipline. This model provides theoretical and practical implications for strengthening character education and sustaining pesantren resilience in the digital era.
Integration of Artificial Intelligence in Islamic Religious Learning Muksin, Muksin; Musli, Musli; Della Amrina Yusra; Afandi, Afandi
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1797

Abstract

This study aims to analyze how Artificial Intelligence (AI) can be integrated into Islamic education in a way that maintains a balance between technological innovation and the ethical-spiritual foundations of Islamic learning. The study addresses the challenge of utilizing AI-based technologies without compromising essential ethical considerations, such as data privacy, algorithmic bias, and the potential misinterpretation of religious texts. These concerns highlight the need for a thoughtful and ethically grounded approach to technological adoption in Islamic educational contexts. This research employs a qualitative design using semi-structured interviews, document analysis, and a systematic literature review to examine current perspectives and practices regarding AI integration in Islamic education. The data are analyzed through thematic analysis to identify patterns related to pedagogical benefits, ethical challenges, and institutional readiness. The findings indicate that AI has considerable potential to support personalized learning, improve teaching efficiency, and expand access to educational resources. However, its successful integration requires a robust ethical framework grounded in Islamic values. The study emphasizes the importance of teacher training that promotes ethical literacy and critical technological engagement. Collaboration among educators, Islamic scholars, policymakers, and technology developers is essential to ensure that AI strengthens, rather than undermines, the moral and spiritual objectives of Islamic education.
Co-Authors Abd. Wahed Abu Siri Afandi Afandi Afandi Afandi Ali Mudlofir Amalia, Rizca Amaliati , Siti Amarulla Octavian Andriani , Eva Azis, Abd Budisantoso Wirjodirdjo Della Amrina Yusra Ely Fitriani Fitriani , Ely Fitriani, Ely Indi Ari Pratiwi Khamdani, Akhmad Luluk Alfiya Ma'ani , Arifatul Machfud Bachtiyar Maulah, Chikmatul Meisa Diningrat, Syaiputra Wahyuda Moh. Jamaluddin Imron Mohammad Sholeh Munajib Munajib Musli musli Nurwijayanti Risa Fadatul M. Rohman, Imdadur Sholicha , Syovinatus Siti Amaliati Siti Amaliati, Siti Subaidi Subaidi Subaidi, Subaidi Ulfadilah Zaini Tamin AR, Zaini Tamin